Shiraz UniversityTeaching English as a Second Language Quarterly2981-154645220260301Delving into the Social and Emotional Dimensions of EFL Teachers: Collegiality, Identity, and Emo-Educational Divorce121849010.22099/tesl.2026.52959.3403ENSaharTabatabaeeEnglish Language Department, Khayyam University, Mashhad, IranZeinabKafiDepartment of English Language, Khorasan Institute of Higher Education, Mashhad, IranJournal Article20250417<strong>Given the pivotal role that social and psychological factors play in the field of teaching English as a foreign language, the present study focused on exploring the relationship among collegiality, identity, and emo-educational divorce. However, the nature of this relationship, i.e., the direction and level of this connection have not been explored, yet. To address this need, a total of 227 Iranian English language teachers of universities, schools, and language institutes filled out collegiality scale along with identity, and emo-educational divorce questionnaires. Then, analyses indicated that emo-educational divorce was negatively correlated with teacher identity and teacher collegiality, whereas identity and collegiality were positively correlated; moreover, the subconstructs of emo-educational divorce showed different predictive behaviors with regard to teacher collegiality and teacher identity. Finally, the findings were discussed and implications were reviewed to pay close attention to the role of the combination of social and psychological elements in EFL teaching contexts. </strong>https://tesl.shirazu.ac.ir/article_8490_610e0acae4afab9d1844487d1619232d.pdfShiraz UniversityTeaching English as a Second Language Quarterly2981-154645220260301Development and Validation of a Scale for Measuring Post-modernistic Critical Pedagogy-based Curriculum Beliefs among Iranian EFL Teachers2352848910.22099/tesl.2026.53132.3409ENNedaMirhashemiDepartment of English, SR.C., Islamic Azad University, Tehran, IranZohrehSeifooriDepartment of English, SR.C., Islamic Azad University, Tehran, IranMojganRashtchiDepartment of English, SR.C., Islamic Azad University, Tehran, IranJournal Article20250505<strong>This study aimed to identify the foundational principles of a post-modernistic critical pedagogy-based (PMCP) curriculum and to develop and validate a scale measuring English as a Foreign Language (EFL) teachers’ beliefs about curriculum in the Iranian high school context. Grounded in the theoretical traditions of critical pedagogy and postmodern curriculum theory, the study was motivated by long-standing concerns about the ideological rigidity, cultural narrowness, and behaviorist orientation of the current national English curriculum. Drawing on PMCP principles such as learner empowerment, cultural inclusivity, dialogic learning, and ethical pluralism, the initial conceptual framework was constructed through a synthesis of relevant literature and semi-structured interviews with in-service Iranian EFL teachers. Based on this framework, a 35-item questionnaire was developed to measure teachers’ beliefs across four curriculum components: goals, content, methods, and assessment. A sequential exploratory mixed-methods design was employed to validate the scale. Content validity was confirmed through experts' review, while internal consistency was supported by Cronbach’s alpha (α= .898). Exploratory factor analysis yielded a five-factor solution, accounting for 77.79% of the total variance. Model fit indices confirmed the structural adequacy of the instrument. The validated scale offers a theoretically grounded and empirically robust tool for examining teachers’ curriculum beliefs within the Iranian school curriculum, thereby contributing to research and policy dialogue on a transformative curriculum reform in the centralized EFL education systems.</strong>https://tesl.shirazu.ac.ir/article_8489_2f9ac1b1e11dc12a384a9327c4f21e8c.pdfShiraz UniversityTeaching English as a Second Language Quarterly2981-154645220260301Hugging the Cactus: The Impact of Daily Gratitude on Language Teachers’ Well-being and Ill-being5376830410.22099/tesl.2025.53295.3415ENMohammadGhafouriDepartment of Foreign Language and Literature, Faculty of Literature and Humanities, University of Guilan, Rasht, Guilan, IranJalehHassaskhahDepartment of Foreign Language and Literature, Faculty of Literature and Humanities, University of Guilan, Rasht, Guilan, IranAmirMahdavi ZafarghandiDepartment of Foreign Language and Literature, Faculty of Literature and Humanities, University of Guilan, Rasht, Guilan, Iran0000-0001-7683-6064MasoudKhalili SabetDepartment of Foreign Language and Literature, Faculty of Literature and Humanities, University of Guilan, Rasht, Guilan, IranJournal Article20250523<strong>Existential positive psychology (EPP) views hardship and tension as inseparable from life. However, majority of the interpretations in language teaching context pertain to the bivariate view of well-being and ill-being, advocating that positivity and negativity are entirely distinct factors. Furthermore, most studies on teachers' psycho-emotional variables are theoretical, creating an urgent need for practical, action-based solutions. Addressing these gaps, researchers utilized an EPP perspective and investigated the effectiveness of a 14-day gratitude-based program on the fluctuations of 42 Iranian EFL teachers' existential gratitude, well-being, and ill-being through the Repeated Measures design. For 14 days, respondents practiced expressing gratitude to themselves, their learners, and others. At the end of each day, they filled out three questionnaires. The results of Repeated Measures ANOVA revealed that gratitude interventions could play a significant role in enhancing teachers’ well-being by helping them control ill-being and be grateful for their lives. Thus, the study evidenced the efficacy of gratitude, as a practical means of tending to teachers’ mental health. The study also contributed to EPP and L2 teaching by profiling the dialectical and co-valence relationship between teachers’ well-being and ill-being. Several theoretical and pedagogical implications and suggestions for future studies were also discussed.</strong>https://tesl.shirazu.ac.ir/article_8304_c98bb22d58437ae581d1edb4b76b897d.pdfShiraz UniversityTeaching English as a Second Language Quarterly2981-154645220260301Metadiscursive Nouns in Iranian Scholars' Research Articles: Disciplinary and Gender-based Variations7796827210.22099/tesl.2025.53391.3419ENTahereSalariDepartment of English Language and Literature, Semnan University, Semnan, IranAkramBahramiDepartment of English Language and Literature, Semnan University, Semnan, IranJournal Article20250604<strong>Academic discourse is the collaborative interaction within academic communities, primarily aimed at convincing readers that the writers' arguments are valid. Despite the fact that nouns are frequently used in academic writing, the rhetorical functions of nouns have received limited attention in academic writing analysis. This research sets out to: (1) investigate the frequency of Metadiscursive Nouns (MNs) in Iranian scholars' research articles, and (2) compare MN usage across academic disciplines and genders. In this corpus-based study, 40 articles from the fields of Applied Linguistics, Psychology, Medicine, and Chemistry were carefully selected and analyzed based on </strong><strong>Jiang and Hyland's (2016)</strong><strong> MNs taxonomy. Chi-square analyses revealed significant differences across disciplines and genders, with generally weak effect sizes. The findings revealed gender-based disparities, with male scholars using MNs more frequently in soft disciplines (78.4%) compared to female scholars (69.6%), while female scholars (30.4%) exceeded male researchers (21.6%) in MN usage in hard disciplines. The results also indicated that MN usage differed significantly across disciplines, with the highest frequencies observed in Linguistics and Psychology, despite the relatively small effect size. This research underscores the impact of disciplinary norms and gender on MNs' selection and usage in academic writing, providing valuable insights for teaching academic writing skills, developing instructional materials, and conducting academic discourse analysis.</strong>https://tesl.shirazu.ac.ir/article_8272_2dd2e7f09cad09d23c644f792ea14905.pdfShiraz UniversityTeaching English as a Second Language Quarterly2981-154645220260301Hedges and Boosters in the Writing of Advanced Iranian EFL Learners97119841210.22099/tesl.2025.53078.3408ENHadiBastamiEnglish Department, Faculty of Humanities, Yasouj University, Yasouj, IranMozhganHooshmandEnglish Department, Faculty of Humanities, Yasouj University, Yasouj, IranRezaRezaeiEnglish Department, Faculty of Humanities, Yasouj University, Yasouj, IranAbdolvahedZarifiEnglish Department, Faculty of Humanities, Yasouj University, Yasouj, Iran0000-0001-6675-0507Journal Article20250512<strong>This quantitative corpus-based study investigated the use of hedges and boosters in the writing of Iranian advanced EFL learners, with particular attention to potential gender differences. Forty EFL learners (20 males and 20 females, aged 15-20) were purposively selected from private language institutes in Yasouj, Iran, based on their performance on the Quick Oxford Placement Test (QOPT). A corpus of 40 essays (12,464 words total) was analyzed using Hyland's (2005) metadiscourse framework to identify and categorize hedges and boosters. Manual coding by two raters achieved substantial inter-rater reliability (r = .79). Frequency counts were normalized per 1,000 words, and chi-square tests were employed to examine gender differences. Results revealed that learners employed various types of hedges and boosters, with epistemic modal verbs being the most frequent category for both marker types, while epistemic nouns were rare or absent. Epistemic adjectives were the least frequent hedges, and epistemic nouns were the least frequent boosters. Notably, chi-square tests indicated no statistically significant gender differences in the use of either hedges or boosters, suggesting that male and female learners employed these markers with similar frequency and variety. The findings highlight the predominance of basic, frequently taught metadiscourse forms and suggest a need for explicit instruction to expand learners' repertoire of hedging and boosting strategies. Pedagogical implications emphasize the importance of genre-based, corpus-informed instruction and teacher professional development in metadiscourse awareness. </strong>https://tesl.shirazu.ac.ir/article_8412_619ef5b74f18cc20bb5fe8baefdc885b.pdfShiraz UniversityTeaching English as a Second Language Quarterly2981-154645220260301Challenges of Learner Autonomy in the Iranian EFL Context: Teachers and Learners’ Perceptions121146840110.22099/tesl.2025.53432.3421ENAhmadNasiriDepartment of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, IranAbbas AliZareiDepartment of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, IranRajabEsfandiariDepartment of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, IranJournal Article20250606<strong>The study of EFL in Iran reveals complex challenges faced by both teachers and learners, particularly in fostering learner autonomy. This qualitative study explored the challenges to learner autonomy in the Iranian EFL context through semi-structured interviews with 17 teachers and 13 learners selected through purposive sampling to ensure diverse representation from various educational settings. Thematic analysis using MAXQDA was employed to identify recurrent themes related to the challenges.</strong><strong> </strong><strong>Findings revealed that both groups face significant obstacles, primarily stemming from curriculum rigidity, which includes prescriptive syllabi, an overemphasis on standardized testing, rote memorization, and severe time constraints. Teachers also reported barriers related to their adherence to traditional teacher-centered approaches, limited understanding of innovative methods, and insufficient professional development, alongside perceiving learners' lack of motivation and passive learning styles as hindrances. Learners, conversely, highlighted the focus of curriculum on memorization, assessment methods prioritizing grammar over practical language use, and a lack of personalized guidance from instructors, compounded by personal struggles with initiative, time management, and cultural influences. The study concludes that comprehensive educational reform is essential, advocating for more flexible curricula, diversified assessment methods, continuous teacher professional development, supportive learning environments, and a cultural shift towards valuing autonomy to enhance student engagement, language proficiency, and lifelong learning. </strong>https://tesl.shirazu.ac.ir/article_8401_174366753ae364eb8d6601b0f5542e90.pdf